A Level Further Maths Enhanced Content Guidance

Pearson Edexcel
Level 3 Advanced
GCE in Further Mathematics (9FM0)
Enhanced Content Guidance for 9FM0

First teaching from September 2017
A Level Further Mathematics – Enhanced Content Guidance
Contents
Paper 1 and Paper 2: Core Pure Mathematics....................................... 4
Paper 3 and Paper 4: Further Mathematics Options ........................... 20
Paper 3A: Further Pure Mathematics 1 .......................................................... 20
Paper 4A: Further Pure Mathematics 2 .......................................................... 25
Paper 3B: Further Statistics 1* .................................................................... 30
Paper 4B: Further Statistics 2 ...................................................................... 35
Paper 3C: Further Mechanics 1* ................................................................... 41
Paper 4C: Further Mechanics 2 .................................................................... 43
Paper 3D: Decision Mathematics 1* .............................................................. 48
Paper 4D: Decision Mathematics 2................................................................ 56
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Content of this document is based on the accredited version of Pearson Edexcel Level 3
Advanced GCE in Further Mathematics (9FM0) and includes enhanced content guidance to
accompany the specification document.
To support the co-teaching of this qualification with the AS Mathematics qualification,

common content has been highlighted in bold.
Our free support for the AS and A level Mathematics and Further Mathematics specifications
can be found on the Pearson Edexcel Mathematics website
(quals.pearson.com/Alevelmaths2017) and on the Emporium (www.edexcelmaths.com).
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Updates to this document since the previous version (version 1)

Change(s) made Page no.
Correction to inequality symbols in section 3.1 - changed to P(Y n ) = P(X r ) 31
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Paper 1 and Paper 2: Core Pure Mathematics

What students need to learn:
Topic
Content Guidance Enhanced content guidance
1 1.1 Construct proofs To include induction proofs for Students need to understand the concept
using of proof by induction and be able to apply
Proof (i) summation of series
mathematical it in a variety of contexts. Proof by
induction. n induction in contexts other than those
e.g. show 
r =1
r 3
= 14 n2 ( n + 1)2 listed in the guidance may be set.
Contexts include
sums of series, or For example:
divisibility and n
n( n + 1)( n + 2) (i) Simple recurrence relations
powers of
matrices.
show  r (r + 1) = 3 If un+1 = 6un − 5 with u1 = 6,
r =1
(ii) divisibility e.g. show 32n + 11 is prove that un = 5  6n−1 + 1
divisible by 4 (ii) Differentiation
(iii) matrix products e.g. show 1 dn y
= ( −1) n ! x ( )
n − n+1
n If y= prove that
 3 − 4   2 n + 1 −4 n 
n
x dx
 1 −1  =  n 
1 − 2n 
  
2 2.1 Solve any Given sufficient information to deduce at
Complex quadratic least one root for cubics or at least one
numbers equation with real complex root or quadratic factor for
coefficients. quartics, for example:
(i) f(z) = 2z3 + 5z2 + 7z + 10
Solve cubic or Given that z + 2 is a factor of f(z), use
quartic equations algebra to solve f(z) = 0 completely.
with real
(ii) g(x) = x4 – x3 + 6x2 + 14x – 20
coefficients.
Given g(1) = 0 and g(–2) = 0, use algebra to
solve g(x) = 0 completely.
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Topic
2 2.2 Add, subtract, Students should know the meaning of the

multiply and terms, ‘modulus’ and ‘argument’.
Complex divide complex
numbers numbers in the
continued form x + iy with x
and y real.
Understand and
use the terms ‘real
part’ and
‘imaginary part’.
2.3 Understand and Knowledge that if z1 is a root of

use the complex
conjugate. f(z) = 0 then z1 * is also a root.
Know that non-
real roots of
polynomial
equations with
real coefficients
occur in conjugate
pairs.
2.4 Use and interpret Students should be able to represent the

Argand diagrams. sum or difference of two complex numbers
on an Argand diagram.
2.5 Convert between Knowledge of radians is assumed.

the Cartesian form
and the modulus-
argument form of
a complex
number.
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Topic
2 2.6 Multiply and Knowledge of the results

Complex divide complex
z1 z1
numbers numbers in z1 z2 = z1 z 2 , =
modulus z2 z2
continued
argument form.
arg ( z1 z 2 ) = arg z1 + arg z 2
 z1 
arg   = arg z1 − arg z 2
 z2 
Knowledge of radians and compound angle
formulae is assumed.
2.7 Construct and To include loci such asz − a = b,

interpret simple
loci in the argand z − a = z − b, arg (z − a) = β,
diagram such as and regions such as
z − a > r and z − a ≤ z − b, z − a ≤ b,
arg (z – a) = θ. α < arg (z – a) < β
Knowledge of radians is assumed.
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Topic
2 2.8 Understand de 1
Moivre’s theorem To include using the results, z+ = 2 cos 
Complex z
numbers and use it to find
1
multiple angle and z– = 2i sin  to find cos p, sin q and
continued z
formulae and sums
of series. tan r in terms of powers of sin , cos  and
tan and powers of sin , cos  and tan  in
terms of multiple angles.
For sums of series, students should be able to
show that, for example,
 
1 + z + z 2 + ... + z n−1 = 1 + i cot  
 2n 
   
where z = cos   + i sin   and n is a
n n
positive integer.
2.9 Know and use the Students should be familiar with

definition
e i  = cos θ + i sin θ 1
cos  = (ei + e−i ) and
and the form 2
z = re i 
1 i −i
sin  = (e − e )
2i
2.10 Find the n distinct
nth roots of re i  for
r ≠ 0 and know that
they form the
vertices of a regular
n-gon in the Argand
diagram.
2.11 Use complex roots

of unity to solve
geometric problems.
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Topic
3 3.1 Add, subtract and

Matrices multiply
conformable
matrices.
Multiply a matrix
by a scalar.
3.2 Understand and

use zero and
identity matrices.
3.3 Use matrices to For 2-D, identification and use of the

represent linear matrix representation of single and
combined transformations from: reflection
transformations in
in coordinate axes and lines y = ± x,
2-D.
rotation through any angle about (0, 0),
Successive stretches parallel to the x-axis and y-axis,
transformations. and enlargement about centre (0, 0), with
Single scale factor k, (k ≠ 0), where k  ℝ.
transformations in Knowledge that the transformation
3-D. represented by AB is the transformation
represented by B followed by the
transformation represented by A.
3-D transformations confined to reflection
in one of x = 0, y = 0, z = 0 or rotation about
one of the coordinate axes.
Knowledge of 3-D vectors is assumed.
3.4 Find invariant For a given transformation, students

points and lines should be able to find the coordinates of
for a linear invariant points and the equations of
transformation. invariant lines.
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Topic
3 3.5 Calculate Idea of the determinant as an area scale For 3 x 3 matrices the idea of the
Matrices determinants of factor in transformations. determinant as a volume scale factor in
2 x 2 and 3 x 3 transformations.
continued
matrices and
interpret as scale
factors, including
the effect on
orientation.
3.6 Understand and Understanding the process of finding the

use singular and inverse of a matrix is required.
non-singular
matrices.
Properties of
inverse matrices.
Calculate and use Students should be able to use a Candidates should use the most
appropriate method of finding the inverse
the inverse of calculator to calculate the inverse of a of a matrix.
non-singular 2 x 2 matrix. Questions will be phrased in such a way
matrices and 3 x 3 as to make clear if calculators should not
matrices. be used.
3.7 Solve three linear

simultaneous
equations in three
variables by use
of the inverse
matrix.
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Topic
3 3.8 Interpret Students should be aware of the different

Matrices geometrically the possible geometrical configurations of
solution and three planes, including cases where the
continued
failure of solution planes,
of three (i) meet in a point
simultaneous
(ii) form a sheaf
linear equations.
(iii) form a prism or are otherwise
inconsistent
4 4.1 Understand and For example, given a cubic polynomial

Further algebra use the equation with roots  ,  and  students
and functions relationship should be able to evaluate expressions
between roots and such as,
coefficients of (i) 2 +  2 +  2
polynomial
1 1 1
equations up to (ii) + +
quartic equations.   
(iii) (3 + ) (3 +  ) (3 + )
(iv) 3 +  3 +  3
4.2 Form a polynomial

equation whose
roots are a linear
transformation of
the roots of a
given polynomial
equation (of at
least cubic
degree).
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Topic
4 4.3 Understand and For example, students should be able to

use formulae for n
Further algebra
and functions the sums of sum series such as  r 2 ( r + 2)
integers, squares r +1
continued
and cubes and use
these to sum
other series.
4.4 Understand and use Students should be able to sum series such as
the method of n
1
differences for  r (r + 1) by using partial fractions
summation of series r =1
including use of 1 1 1
such as = −
partial fractions. r (r + 1) r r + 1
4.5 Find the Maclaurin
series of a function
including the general
term.
4.6 Recognise and use To include the derivation of the series

the Maclaurin series expansions of compound functions.
for e x, ln(1 + x) ,
sin x , cos x and
n
(1 + x ) , and be
aware of the range
of values of x for
which they are valid
(proof not required).
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Topic
 
5 5.1 Derive formulae
for and calculate Both  y 2 dx and  x 2 dy are
Further calculus
volumes of
revolution. required. Students should be able to find a
volume of revolution given either Cartesian
equations or parametric equations.
5.2 Evaluate improper For example,

integrals where 
 
2
1
either the integrand e− x dx, dx
is undefined at a 0 0 x
value in the range of
integration or the
range of integration
extends to infinity.
5.3 Understand and Students should be familiar with the mean

evaluate the mean value of a function f(x) as,
value of a function.
 f ( x) dx
b
1
b−a a
5.4 Integrate using Extend to quadratic factors ax2 + c in the

partial fractions. denominator
5.5 Differentiate inverse For example, students should be able to

trigonometric differentiate expressions such as,
functions. 1
arcsin x + x(1 – x2) and 2 arctan x2
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Topic
5 5.6 Integrate functions Associated functions to include expressions of

of the form 1
( px + qx + r )
Further calculus 2 −
−
1 the form 2 and
continued (a 2 − x 2 ) 2
and
( px + qx + r )
2 −1
(a 2 − x 2 ) −1 and be
able to choose
trigonometric
substitutions to
integrate associated
functions.
6 6.1 Understand and The forms, r = a + b and

Further vectors use the vector and x − a1 y − a2 z − a3
Cartesian forms of = =
an equation of a
b1 b2 b3
straight line in Find the point of intersection of two
3-D. straight lines given in vector form.
Students should be familiar with the
concept of skew lines and parallel lines.
6.2 Understand and The forms

use the vector and r = a + b + c and ax + by + cz = d
Cartesian forms of
the equation of a
plane.
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Topic
6 6.3 Calculate the a.b = a b cos 

Further vectors scalar product and
use it to express The form r.n = k for a plane.
continued
the equation of a
plane, and to
calculate the
angle between
two lines, the
angle between
two planes and
the angle between
a line and a plane.
6.4 Check whether Knowledge of the property that a.b = 0 if

vectors are the vectors a and b are perpendicular.
perpendicular by
using the scalar
product.
6.5 Find the The perpendicular distance from Students may be asked to find the line of
intersection of a ( ,  ,  ) to n1 x + n2 y + n3 z + d = 0 is intersection of two planes.
line and a plane.
n1 + n2  + n3 + d
Calculate the
n1 + n2 + n3
2 2 2
perpendicular
distance between
two lines, from a
point to a line and
from a point to a
plane.
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Topic
7 7.1 Understand and use

Polar polar coordinates
coordinates and be able to
convert between
polar and Cartesian
coordinates.
7.2 Sketch curves with r The sketching of curves such as Questions will only be set where r > 0
given as a function r = p sec (α − θ), r = a,
of θ, including use of r = 2a cosθ, r = kθ, r = a(1 ± cosθ),
trigonometric r = a(3 + 2 cosθ), r = a cos2θ and
functions.
r2 = a2 cos 2θ may be set.
7.3 Find the area 
enclosed by a polar
Use of the formula 12
 r 2 d for
curve. area.
The ability to find tangents parallel to, or at
right angles to, the initial line is expected.
(e )
8 8.1 Understand the 1
definitions of For example, cosh x =
x
+ e− x
Hyperbolic 2
functions hyperbolic functions
sinh x, cosh x and
tanh x, including
their domains and
ranges, and be able
to sketch their
graphs.
8.2 Differentiate and For example, differentiate tanh 3x, x sinh2 x,

integrate hyperbolic cosh 2 x
functions.  ( x + 1)
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Topic
8 8.3 Understand and be

arsinhx = ln  x + x 2 + 1 
Hyperbolic able to use the  
definitions of the
functions arcoshx = ln  x + x − 1  , x 1
2
continued
inverse hyperbolic  
functions and their 1 1 + x 
domains and ranges. artanhx = ln  , −1  x  1
2 1 − x 
8.4 Derive and use the
logarithmic forms of
the inverse
hyperbolic functions.
8.5 Integrate functions

of the form
(x + a2 )
1
−
and
2 2
(x − a2 )
1
−
and be
2 2
able to choose
substitutions to
integrate associated
functions.
9 9.1 Find and use an The integrating factor e  P( x) dx may be quoted

Differential integrating factor to without proof.
equations solve differential
equations of form
dy
+ P(x)y = Q(x)
dx
and recognise when
it is appropriate to
do so.
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Topic
9 9.2 Find both general Students will be expected to sketch members
Differential and particular of the family of solution curves.
equations solutions to
continued differential
equations.
9.3 Use differential

equations in
modelling in
kinematics and in
other contexts.
9.4 Solve differential

equations of form
y + ay + by = 0
where a and b are
constants by using
the auxiliary
equation.
9.5 Solve differential f(x) will have one of the forms k e px, A + Bx,
equations of form p + qx + cx2 or m cos ωx + n sin ωx
y + a y + b y = f(x)
where a and b are
constants by solving
the homogeneous
case and adding a
particular integral to
the complementary
function (in cases
where f(x) is a
polynomial,
exponential or
trigonometric
function).
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Topic
9 9.6 Understand and use
Differential the relationship
equations between the cases
continued when the
discriminant of the
auxiliary equation is
positive, zero and
negative and the
form of solution of
the differential
equation.
9.7 Solve the equation

for simple harmonic
x =− x
2
motion
and relate the
solution to the
motion.
9.8 Model damped Damped harmonic motion, with resistance

oscillations using varying as the derivative of the displacement,
second order is expected. Problems may be set on forced
differential vibration.
equations and
interpret their
solutions.
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Topic
9 9.9 Analyse and Restricted to coupled first order linear

Differential interpret models of equations of the form,
equations situations with one
dx
independent variable = ax + by + f (t )
continued dt
and two dependent
variables as a pair of dy
= cx + dy + g(t )
coupled first order dt
simultaneous
equations and be
able to solve them,
for example
predator-prey
models.
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Paper 3 and Paper 4: Further Mathematics Options
Paper 3A: Further Pure Mathematics 1

Topics
1 1.1 The t-formulae The derivation and use of

Further 2t 1− t2
Trigonometry
sin  , cos   ,
1+ t2 1+ t2
2t 
tan  2 , where t = tan
1− t 2
1.2 Applications of E.g. show that
t-formulae to 
trigonometric 1 + cosec 1 + tan
 2
identities cot  
1 − tan
2
1.3 Applications of E.g. the solution of equations of the form
t-formulae to solve a cos x + b sin x = c
trigonometric
equations
2 2.1 Derivation and use of The derivation, for example, of the expansion The general form of the Taylor series
Further Taylor series. of sin x in ascending powers of (x − ) up to expansion of f(x) about x = k will be given in
calculus and including the term in (x −  )3. the question.
2.2 Use of series expansions x − arctan x

2
e2 x − 1
to find limits. E.g. lim , lim
x →0 x3 x →0 x2
2.3 Leibnitz’s theorem. Leibnitz’s theorem for differentiating
products.
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Topics
2 2.4 L’Hospital’s Rule. The use of derivatives to evaluate limits of

Further indeterminate forms.
calculus Repeated applications and/or substitutions
continued may be required.
2sin x − sin 2 x
x
 a
E.g. lim , lim 1 + 
x →0 x − sin x x →
 x
2.5 The Weierstrass The use of tangent half angle substitutions to

substitution for find definite and indefinite integrals.
integration. 
 
2
1
E.g. cosec x dx, dx

3
1 + sin x − cos x
x
using t = tan .
2
3 3.1 Use of Taylor series For example, derivation of the series solution The general form of the Taylor series
Further method for series in powers of x, as far as the term in x4, of the expansion of f(x) about x = k will be given in
differential solution of differential differential equation the question.
equations equations. d2 y dy
2
+x + y = 0,
dx dx
dy
where y = 1, = 0 at x = 0
dx
3.2 Differential equations Differential equations reducible to the types
reducible by means of a as specified in section 9 of the A level Further
given substitution. Pure Mathematics content for papers 1 and 2.
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Topics
4 4.1 Cartesian and Students should be familiar with the

Coordinate parametric equations equations:
systems for the parabola and y2 = 4ax; x = at2, y = 2at
rectangular
x2 y2
hyperbola, ellipse and + = 1 ; x = a xcos t, y = b sin t.
hyperbola.
a2 b2
x2 y2
− = 1 ; x = a sec t, y = b tan t,
a2 b2
x = a cosh t, y = b sinh t
4.2 The focus-directrix For example, students should know that, for
properties of the the ellipse b2 = a2 (1 – e2), the foci are (ae, 0)
parabola, ellipse and and (− ae, 0)
hyperbola, including the and the equations of the directrices are
eccentricity. a a
x=+ and x=−
e e
4.3 Tangents and normals The condition for y = mx + c to be a
to these curves. tangent to these curves is expected to
be known. Students are expected to be able
dy
to use algebraic differentiation to find for
dx
these curves.
4.4 Loci problems.
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Topics
5 5.1 The vector product To include the interpretation of  a  b  as an

Further a  b of two vectors. area.
vectors
5.2 The scalar triple Students should be able to use the scalar
product a.b  c triple product to find the volume of a
tetrahedron and a parallelepiped.
5.3 Applications of vectors to To include the equation of a line in the form

three dimensional (r – a)  b = 0.
geometry involving Direction ratios and direction cosines of a
points, lines and planes. line.
6 6.1 Numerical solution of The approximations The approximation formulae will be given
 dy  ( yn+1 − yn )
Further first order and second in the question.
 dx  
numerical order differential
methods equations.  n h
 dy  ( yn+1 − yn−1 )
 dx  
 n 2h
 d2 y  ( yn + 1 − 2 yn + yn − 1 )
 2 
 dx  n h2
6.2 Simpson’s rule. Students are expected to know Simpson’s rule

and how to apply it for a given number of
intervals.
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Topics
7 7.1 The manipulation and The solution of inequalities such as

Inequalities solution of algebraic 1 x
inequalities and > , x2 – 1 > 2(x + 1)
x−a x−b
inequations, including
those involving the
modulus sign.
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Paper 4A: Further Pure Mathematics 2

Topics
1 1.1 The Axioms of a The terms ‘binary operation, closure,

Groups group. associativity, identity and inverse’.
1.2 Examples of groups. For example, symmetries of

Cayley tables. geometrical figures, non-singular
matrices, integers modulo n with
Cyclic groups.
operation addition, and/or
multiplication permutation groups.
1.3 The order of a group

and the order of an
element.
Subgroups.
1.4 Lagrange’s theorem.
1.5 Isomorphism. Isomorphisms will be restricted to groups

that have a maximum order of 8.
2 2.1 Further Integration — Students should be able to derive formulae

Further Reduction formulae. such as:
calculus nIn = (n – 1)In – 2, n  2, for

 02 sin
In = n
x dx ,
In + 2 = 2sin ( n +1) x + In
n +1

for In =  sin nx dx

 sin x

2.2 The calculation of arc The equation of the curve may be given in
length and the area of a Cartesian, parametric or polar form.
surface of revolution.
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Topics
3 3.1 Eigenvalues and Understand the term characteristic

Further matrix eigenvectors of 2 × 2 equation for a 2 × 2 matrix.
algebra and 3 × 3 matrices. Repeated eigenvalues and complex
eigenvalues.
Normalised vectors may be required.
3.2 Reduction of matrices Students should be able to find a

to diagonal form. matrix P such that P−1AP is diagonal
Symmetric matrices and orthogonal
diagonalisation.
3.3 The use of the Students should understand and be

Cayley-Hamilton able to use the fact that, every 2  2 or
theorem. 3  3 matrix satisfies its own
characteristic equation.
4 4.1 Further loci and To include loci such as

Further regions in the Argand z–a
complex diagram. z − a = kz − b, arg = and
z –b
numbers
regions such as   arg (z – z1)   and
p  Re(z)  q
4.2 Elementary Transformations such as w = z2 and

transformations from the az + b
z-plane to the w= , where a, b, c, d  ℂ may be
cz + d
w-plane. set.
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Topics
5 5.1 An understanding of Students should be able to apply the

Number the division theorem algorithm to find the highest common
theory and its application to factor of two numbers.
the Euclidean
Algorithm and
congruences.
5.2 Bezout's identity. Students should be able to use back

substitution to identity the Bezout's
identity for two numbers.
5.3 Modular arithmetic. The notation a ≡ b (mod n) is expected.

Understanding what is Knowledge of the following properties:
meant by two integers
a ≡ a (mod n)
a and b to be
congruent modulo an if a ≡ b (mod n) then b ≡ a (mod n)
integer n. Properties if a ≡ b (mod n) and b ≡ c (mod n) then
of congruences. a ≡ c (mod n)
Addition and subtraction laws for
congruences.
Multiplication and power laws.
5.4 Fermat's Little Theorem. For example, students should be able to

find the least positive residue of
420 modulo 7
Proof is not required.
5.5 Divisibility Tests. For divisibility by 2, 3, 4, 5, 6, 9,

10 and 11.
5.6 Solution of congruence Conditions under which solutions exist
equations. should be known.
Use of Bezout's identity to find
multiplicative inverses.
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Topics
5 5.7 Combinatorics: The multiplicative principle of counting. Set

Number counting problems, notation is expected; the number of subsets
theory permutations and of a set should be known. Addition and
combinations. subtraction principles.
continued
Students should, for example, be able to
determine the number of positive integers
less than 1000 containing the digit 3 (at
least once).
n n
Understanding both Pr and Cr and when to
use them. For example, to determine how
many ways there are to select a team of 11
players from a squad of 21
(a) regardless of playing positions
and
(b) if positions matter
6 6.1 First and second order Equations of the form

Further recurrence relations. un + 1 +f(n)un = g(n) and
sequences un + 2 + f(n)un + 1 + g(n)un = h(n)
and series
6.2 The solution of Students should be able to solve

recurrence relations relations such as:
to obtain closed un + 1 – 5un = 8, u1 = 1,
forms.
2un + 2 + 7un + 1 – 15un = 6, u1 = 10, u2 = −17
The terms, particular solution,
complementary function and auxiliary
equation should be known.
Use of recurrence relations to model
applications, e.g. population growth.
28
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Topics
6 6.3 Proof by induction of For example

Further closed forms. if un + 1 – 3un = 4 with u1 = 1 prove by
mathematical induction that un = 3 − 2
n
sequences
and series
continued
29
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Paper 3B: Further Statistics 1*

Topic
1 1.1 Calculation of the Use of E(X) =  = xP(X = x)

Discrete mean and variance of and
discrete probability
probability Var(X) =  2 = x2P(X = x) – 2
distributions distributions.
The formulae used to define g(x) will be
consistent with the level required in A
Extension of expected level Mathematics and A level Further
value function to Mathematics.
include E(g(X))
Questions may require candidates to
use these calculations to assess the
suitability of models.
2 2.1 The Poisson Students will be expected to use this

Poisson & distribution distribution to model a real-world
binomial situation and to comment critically on
distributions the appropriateness.
Students will be expected to use their
calculators to calculate probabilities
including cumulative probabilities.
Students will be expected to use the
additive property of the Poisson
distribution. E.g. if X = the number of
events per minute and X  Po(), then
the number of events per 5 minutes 
Po(5).
The additive property

If X and Y are independent random
of Poisson
variables with X ~ Po( ) and Y ~ Po( ),
distributions
then X + Y ~ Po( +  )
No proofs are required.
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Topic
2 2.2 The mean and Knowledge and use of :

Poisson & variance of the If X ~ B(n, p), then E(X) = np and
binomial binomial distribution Var(X) = np(1 – p)
distributions and the Poisson
If Y ~ Po(), then E(Y) =  and
distribution.
continued Var(Y) = 
Derivations are not required.
2.3 The use of the Poisson When n is large and p is small the The normal approximation to a Poisson
distribution as an distribution B(n, p) can be distribution is not included.
approximation to the approximated by Po(np).
binomial distribution. Derivations are not required.
3 3.1 Geometric and negative Models leading to the distributions Students could be asked to find cumulative
Geometric binomial distributions. p(x) = p(1 − p) x−1
, x = 1, 2 ... probabilities using a negative binomial
and negative distribution using the relationship between the
and
binomial negative binomial and binomial distributions. For
distributions
 x − 1 r example if Y~NegBin(r, p) and X~B(n, p) then
p(x) =   p (1 − p) −
x r
 r − 1 P(Y n) = P(X r)
x = r, r + 1, r + 2, ...
3.2 Mean and variance of a 1 1− p

Use of  =  =
2
geometric distribution and 2
with parameter p.
p p
3.3 Mean and variance of r r (1 − p )

negative binomial =  =
2
Use of and 2
distribution with p p
P(X = x)
 x − 1 r ( x−r )
=  p (1 − p)
 r −1 
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Topic
4 4.1 Extend ideas of Hypotheses should be stated in terms

Hypothesis hypothesis tests to of a population parameter  or 
Testing test for the mean of a
Poisson distribution
4.2 Extend hypothesis Hypotheses should be stated in terms of p Hypothesis tests for the negative binomial
testing to test for the distribution are not required.
parameter p of a
geometric distribution.
5 5.1 Applications of the For a population with mean  and variance When using the Central Limit Theorem as an
Central Limit Central Limit Theorem to σ 2, for large n approximation to a discrete distribution a
Theorem other distributions. continuity correction is not required.
 2 
X   N  , 
 n 
Applications may involve any of the
distributions in A level Mathematics or
A level Further Statistics 1
No proofs required.
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Topic
6 6.1 Goodness of fit tests Applications to include the discrete Applications involving the negative binomial
and Contingency uniform, binomial, Poisson and distribution are not required.
Chi Squared geometric distributions.
Tests Tables
Lengthy calculations will not be
The null and
required.
alternative
hypotheses.
The use of Students will be expected to determine Situations where Ei = 5 will generally be
the degrees of freedom when one or avoided.

n
(Oi − Ei )2 more parameters are estimated from
as an
Ei the data. Cells should be combined
i =1 when Ei < 5
approximate 2
statistic.
There will not be any demand for p-values in
Students will be expected to obtain p-
connection with Chi-squared tests though,
Degrees of freedom. values from their calculator or use unless the question specifically says otherwise,
tables to find critical values. they will be acceptable as an alternative to
using the tables.
7 7.1 Definitions, derivations

Probability and applications.
generating Use of the probability
functions generating function for
the negative binomial,
geometric, binomial and
Poisson distributions.
7.2 Use to find the mean Proofs of standard results may be required. e.g. the use of the probability generating
and variance. functions for a standard distribution to find the
mean or variance.
7.3 Probability generating G X +Y ( t ) = G X ( t )  GY ( t )

function of the sum of
Derivation is not required.
33
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independent random
variables.
8 8.1 Type I and Type II Calculation of the probability of a Type I or
Quality of errors. Type II error. Use of Type I and Type II
tests errors and power function to indicate
effectiveness of statistical tests.
Size and Power of Test.
Questions will use any of the distributions in
A level Mathematics or A level Further
The power function. Statistics 1
*This paper is also the Paper 4 option 4B paper and will have the title ‘Paper 4, Option 4B: Further Statistics 1’.
34
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Paper 4B: Further Statistics 2

Topics
1 1.1 Least squares linear Students should have an understanding

Linear regression. The of the process involved in linear
Regression concept of residuals regression.
and minimising the They should be able to calculate the
sum of squares of regression coefficients for the equation y
residuals. on x using standard formulae.
1.2 Residuals. An intuitive use of residuals to check the

reasonableness of linear fit and to find
possible outliers.
Use in refinement of mathematical
models.
The residual sum of (S xy )2

squares (RSS) The formula RSS = S yy −
S xx
Derivations are not required
35
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Topics
2 2.1 The concept of a Students will be expected to link with

Continuous continuous random their knowledge of histograms and
probability variable. frequency polygons.
distributions Use of the probability density function
The probability f(x), where
density function and

b
the cumulative P(a  X ⩽ b) = f(x ) dx
distribution function a
for a continuous
Use of the cumulative distribution
random variable.
function
x0
F(x0) = P(X ⩽ x0 ) = − f( x )d x .
The formulae used in defining f(x) and the
calculus required will be consistent with the
level expected in A level Mathematics and
A level Further Mathematics.
2.2 Relationship between dF(x )

probability density f(x) = .
dx
and cumulative
distribution functions.
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Topics
2 2.3 Mean and variance of The formulae used to define g(x) will be
Continuous continuous random consistent with the level required in A level
probability variables. Mathematics and A level Further Mathematics
distributions Extension of expected Questions may require candidates to use
value function to these calculations to assess the
continued suitability of models.
include E(g(X))
Mode, median and
percentiles of
continuous random
variables.
Idea of skewness Candidates will be expected to describe

the skewness as positive, negative or
zero and give a suitable justification.
2.4 The continuous Including the derivation of the mean,

uniform (rectangular) variance and cumulative distribution
distribution. function.
3 3.1 Use of formulae to Students will be expected to be able to

Correlation calculate the product use the formula to calculate the value of
moment correlation a coefficient given summary statistics.
coefficient.
Knowledge of the
conditions for the use
of the product
moment correlation
coefficient.
A knowledge of the
effects of coding will
be expected.
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Topics
3 3.2 Spearman’s rank

6 d 2
Correlation correlation coefficient, Use of rs = 1 –
continued
its use, interpretation. n( n2 − 1)
Numerical questions involving ties may i.e. sharing of ranks and use of product
be set. An understanding of how to deal moment correlation coefficient on these
with ties will be expected. values.
Students will be expected to calculate

the resulting correlation coefficient on
their calculator or using the formula.
3.3 Testing the Hypotheses should be in terms of

hypothesis that a  or  s and test a null hypothesis that r
correlation is zero or  s = 0.
using either Use of tables for critical values of
Spearman’s rank Spearman’s and product moment
correlation or the correlation coefficients.
product moment
Students will be expected to know that
correlation coefficient.
the critical values for the product
moment correlation coefficient require
that the data comes from a population
having a bivariate normal distribution.
Formal verification of this condition is
not required.
4 4.1 Distribution of linear If X  N(x , x2) and Y  N( y , y2)

Combinations combinations of independently, then
of random independent Normal aX  bY  N(ax  by , a2x2 + b2y2)
random variables. No proofs required.
variables
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Topics
5 5.1 Concepts of standard The sample mean, x , and the sample

Estimation, error, estimator, bias. 1 n
confidence
variance, s2 = 
n − 1 i =1
( xi − x )2 , as unbiased
intervals and estimates of the corresponding population
tests using a parameters.
normal Quality of estimators Candidates will be expected to compare
distribution estimators and look for features such as
unbiasedness and small variance.
5.2 Concept of a confidence Link with hypothesis tests.

interval and its
interpretation.
5.3 Confidence limits for a Candidates will be expected to know how to

Normal mean, with apply the Normal distribution and use the
variance known. standard error and obtain confidence
intervals for the mean, rather than be
concerned with any theoretical derivations.
5.4 Hypothesis test for the Use of

difference between the
means of two Normal ( X −Y ) − ( x − y )
N ( 0,1)
distributions with
 2
 y2
variances known. x
+
nx ny
5.5 Use of large sample Use of Central Limit Theorem and use of
results to extend to the
case in which the
( X −Y ) − ( x − y )
 N ( 0,1)
population variances are 2
S x2 S y
unknown. +
nx ny
39
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Topics
6 6.1 Hypothesis test and ( n − 1) S 2

confidence interval for Use of ~  2 n −1
Other  2
Hypothesis the variance of a Normal

distribution. Candidates may use 2 –tables or their
Tests and calculators to find critical values or p-values.
confidence
intervals 6.2 Hypothesis test that two S12
independent random Use of  Fn1 −1, n2 −1 under H0. Candidates
S22
samples are from
Normal populations with may use tables of the
F-distribution or their calculators to find
equal variances. critical values or p-values.
7 7.1 Hypothesis test and X −

confidence interval for Use of  tn − 1
Confidence S
intervals the mean of a Normal
distribution with n
and tests
using the unknown variance. Candidates may use t-tables or their
t – distribution calculators to calculate critical or p-values.
7.2 Paired t-test. The calculation of a confidence interval is

expected.
7.3 Hypothesis test and Use of t-distribution.

confidence interval for X − Y − (x −  y )
the difference between  tnx + n y − 2 , under H0.
1 1
two means from S +
independent Normal nx ny
distributions when the
variances are equal but
unknown. ( n1 − 1) s12 + ( n2 − 1) s2 2
s2 =
Use of the pooled n1 + n2 − 2
estimate of variance.
40
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Paper 3C: Further Mechanics 1*

Topics
1 1.1 Momentum and The spheres may be modelled as

Momentum impulse. The impulse- particles.
and impulse momentum principle.
The principle of
conservation of
momentum applied to
two spheres colliding
directly.
1.2 Momentum as Questions may involve the angle of deflection

a vector. The caused by an impulse.
impulse-momentum
principle in vector form.
2 2.1 Kinetic and potential Problems involving motion under a Questions will not involve the work done by
Work, energy energy, work and variable resistance and/or up and down a variable force.
and power power. The work- an inclined plane may be set.
energy principle. The
principle of
conservation of
mechanical energy.
3 3.1 Elastic strings and Strings and springs will be modelled as being
Elastic strings springs. Hooke’s law. light.
and springs 3.2 Energy stored in an Problems using the work-energy principle Students may be required to derive the formula
and elastic elastic string or spring. involving kinetic energy, potential energy and for the elastic potential energy stored in an
energy elastic energy may be set. elastic string or spring.
41
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Topics
4 4.1 Direct impact of Students will be expected to know and Students will be expected to be able to
Elastic elastic spheres. use the inequalities 0  e  1 (where e is appreciate the significance of the two
Newton’s law of the coefficient of restitution). special cases when e = 0 or when e = 1.
collisions in
one dimension restitution. Loss of The spheres may be modelled as particles.
kinetic energy due to
impact.
4.2 Successive direct The spheres may be modelled as Questions may be set in a variety of
impacts of spheres particles. contexts and could involve, for example,
and/or a sphere with finding the condition(s) for further impacts.
a smooth plane
surface.
5 5.1 Oblique impact of Problems will only involve spheres with the Questions may be set where the line of centres or
Elastic smooth elastic spheres same radius. Problems may be set in vector the fixed surface is not parallel to either
collisions in and a smooth sphere form. The spheres may be modelled as coordinate axis.
two with a fixed surface. particles.
dimensions Loss of kinetic energy
due to impact.
5.2 Successive oblique The sphere may be modelled as particle. Questions may be set where the fixed surfaces
impacts of a sphere with are not parallel to either coordinate axis.
smooth plane surfaces.
*This paper is also the Paper 4 option 4C paper and will have the title ‘Paper 4, Option 4C: Further Mechanics 1’.
42
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Paper 4C: Further Mechanics 2

Topics
1 1.1 Angular speed. v = r . Problems involving the ‘conical Questions may be set in a variety of contexts
Motion in a Uniform motion of a pendulum’, an elastic string, motion on a e.g. the particle is attached to two strings and
circle particle moving in a banked surface, as well as other is moving in a horizontal circle, the particle is
horizontal circle. contexts, may be set. moving in a horizontal circle on a rough
Radial acceleration in horizontal plane, the particle is moving in a
circular motion. horizontal circle on the smooth inner surface of a
cone or a hemisphere etc.
v2
The forms r 2 and
r
are required.
43
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Topics
1 1.2 Motion of a particle in a Questions may be set which involve complete Questions may be set in a variety of contexts
Motion in a vertical circle. Radial and or incomplete circles. where the particle can move off the circle e.g.
circle tangential acceleration in the particle is attached to a string or cannot
circular motion. Kinetic move off the circle e.g. the particle is attached
continued
and potential energy and to the end of a light rod.
the conservation of Students may be required to derive the
energy principle applied conditions for the particle to make complete
to motion in a vertical circles.
circle.
Questions may involve incomplete circles
followed by projectile motion.
Questions may involve finding the magnitude
and direction of the acceleration of a particle
moving in a vertical circle.
2 2.1 Moment of a force.

Centres of Centre of mass of a
mass of plane discrete mass
figures distribution in one
and two dimensions.
44
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Topics
2 2.2 Centre of mass of The use of an axis of symmetry will be Questions could involve a variety of
Centres of uniform plane figures, acceptable where appropriate. Use of contexts e.g. plane figures that are folded.
mass of plane and of composite integration is not required.
figures plane figures. Questions may involve non-uniform
continued
Centre of mass of composite plane figures/frameworks.
frameworks. Figures may include the shapes referred
Equilibrium of a plane to in the formulae book. Unless
lamina or framework otherwise stated in the question, results
under the action of given in the formulae book may be
coplanar forces. quoted without proof.
3 3.1 Centre of mass of Problems which involve the use of integration

Further uniform and non-uniform and/or symmetry to determine the centre of
centres of rigid bodies and mass of a uniform or non-uniform body may
mass composite bodies. be set.
The level of calculus will be consistent with
that required in A level Mathematics and
Further Mathematics.
Unless otherwise stated in the question, Students may be asked to derive, e.g using
results given in the formulae book may be integration, results given in the formulae book.
quoted without proof.
3.2 Equilibrium of rigid To include Questions will be set in a variety of contexts e.g.
bodies under the action a composite body held in equilibrium by one or
(i) suspension of a body from a fixed point,
of coplanar forces. more forces.
(ii) a rigid body placed on a horizontal or
inclined plane.
45
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Topics
3 3.3 Toppling and sliding of a Questions will be set in a variety of contexts

rigid body on a rough e.g. toppling and sliding of a composite body
Further plane. placed on a rough inclined plane.
centres of
mass
continued
4 4.1 Newton’s laws of motion, The solution of the resulting equations will be
Further for a particle moving in consistent with the level of calculus required in
dynamics one dimension, when the A level Mathematics and Further Mathematics.
applied force is variable. Problems may involve the law of gravitation,
i.e. the inverse square law.
4.2 Simple harmonic motion. Proof that a particle moves with simple Questions could involve one or more elastic
harmonic motion in a given situation may be strings or springs.
required (i.e. showing that x = −  2 x ).
Oscillations of a particle Students will be expected to be familiar with Standard formulae can only be quoted if it is
attached to the end of standard formulae, which may be quoted given in the question that the motion is simple
elastic string(s) or without proof. harmonic.
spring(s).
If this not the case, a candidate would first need
e.g. to prove SHM before quoting these formulae.
Kinetic, potential and
x = a sin t , x = a cos t , Questions could involve incomplete oscillations.
elastic energy in the
2
v2 =  2 ( a2 − x2 ) , T =
context of SHM.

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Topics
5 5.1 Kinematics of a The setting up and solution of equations Questions could be set in a variety of
Further particle moving in a where contexts e.g. a particle moving under
kinematics straight line when the gravity which is varying.
dv dv
acceleration is a = f( t ) or = f(v ) ,
function of the dt dt
displacement (x), or dv dv
v = f(v) or v = f( x) ,
time (t) or velocity (v). dx dx
dx dx
= f( x ) or = f( t )
dt dt
will be consistent with the level of
calculus required in A level Mathematics
and Further Mathematics.
47
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Paper 3D: Decision Mathematics 1*

Topics
1 1.1 The general ideas of The meaning of the order of an Students are not expected to learn or
Algorithms algorithms and the algorithm is expected. Students will be memorise the order of any standard
and graph implementation of an expected to determine the order of a network problems. Students will be given
theory algorithm given by a given algorithm and the order of sufficient information in the question to
flow chart or text. standard network problems. determine the order of a given algorithm,
or the order of a standard network
problem. If the order of a standard network
is required, then the order will be given in
the question.
1.2 Bin packing, bubble When using the quick sort algorithm, the For ‘Bin packing’ students should be
sort and quick sort. pivot should be chosen as the middle familiar with both the first-fit and first-fit
item of the list. decreasing algorithms and the full bin
method.
Unless the question states otherwise, when
applying the bubble sort algorithm students
should start at the left-hand end of the list
and work from left to right. Furthermore,
for the bubble sort algorithm, unless the
question states otherwise, only the list at
the end of each pass needs to be shown
(and not the individual comparisons and
swaps within each pass).
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Topics
1 1.3 Use of the order of the Students will be expected to be familiar

Algorithms nodes to determine with the following types of graphs:
and graph whether a graph is complete (including K notation), planar
theory Eulerian, semi- and isomorphic.
Eulerian or neither.
continued
1.4 The planarity algorithm Students will be expected to be familiar with Knowledge of Kuratowski’s theorem for planar
for planar graphs. the term ‘Hamiltonian cycle’. graphs is not required.
2 2.1 The minimum Matrix representation for Prim’s

Algorithms on spanning tree algorithm is expected. Drawing a
graphs (minimum connector) network from a given matrix and writing
problem. Prim’s and down the matrix associated with a
Kruskal’s algorithm. network may be required.
49
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Topics
2 2.2 Dijkstra’s and Floyd’s When applying Floyd’s algorithm, unless For Dijkstra’s algorithm students need only
algorithm for finding directed otherwise, students will be expected replace a working value if the new working
Algorithms on the shortest path.
graphs to complete the first iteration on the first row value is smaller than the current working
of the corresponding distance and route value. Students are reminded that when
continued
problems, the second iteration on the second applying Dijkstra’s algorithm, working
row and so on until the algorithm is values that have been replaced should not
complete. be crossed out.
Questions on both Dijkstra’s and Floyd’s
algorithm may contain directed arcs.
Candidates may be required, when applying
Floyd’s algorithm, to only complete one of the
matrices (distance or route), and not necessarily
both.
For Floyd’s algorithm in a directed network the
convention in reading the initial (or any
subsequent) distance matrix is that the entry in
row X, column Y will correspond to the distance
from X to Y at that stage of the algorithm.
50
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Topics
3 3.1 Algorithm for finding Also known as the ‘Chinese postman’

Algorithms on the shortest route problem.
graphs II around a network, Students will be expected to use
travelling along every inspection to consider all possible
edge at least once and pairings of odd nodes. The network will
ending at the start contain at most four odd nodes.
vertex (The Route The additional information required to restrict
If the network has more than four odd nodes
Inspection the number of pairings may be reflected in the
then additional information will be provided
Algorithm). nature of the network itself. For example, a
that will restrict the number of pairings that
will need to be considered. network containing an arc XY such that node X
has order 1 would require that X and Y would
have to be paired together.
3.2 The practical and The use of short cuts to improve upper bound When using short cuts students are reminded
classical Travelling is included. that they must start from the initial upper bound
Salesman problems. (found by doubling the weight of the minimum
The classical problem for spanning tree) and explicitly state which arcs
complete graphs they are either adding or removing from their
satisfying the triangle initial upper bound.
inequality.
Determination of upper The conversion of a network into a complete

and lower bounds using network of shortest ‘distances’ is included.
minimum spanning tree
methods.
The nearest neighbour

algorithm.
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Topics
4 4.1 Modelling of a project Activity on arc will be used. The use of

Critical path by an activity dummies is included.
analysis network, from a
precedence table.
4.2 Completion of the In a precedence network, precedence

precedence table for a tables will only show immediate
given activity predecessors.
network.
4.3 Algorithm for finding Calculating the lower bound for the
the critical path. number of workers required to complete
Earliest and latest the project in the shortest possible time
event times. Earliest is required.
and latest start and
finish times for
activities.
Identification of
critical activities and
critical path(s).
4.4 Calculation of the Each activity will require only one The calculation of the independent or
total float of an worker. interfering float for an activity is not
activity. Construction required.
of Gantt (cascade)
charts.
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Topics
4 4.5 Construct resource The number of workers required to complete

Critical path histograms (including each activity of a project will be given and
analysis resource levelling) based the number or workers required may not
on the number of necessarily be one.
continued
workers required to
complete each activity.
4.6 Scheduling the activities

using the least number
of workers required to
complete the project.
5 5.1 Formulation of For example,

problems as linear
Linear programs including the 3x + 2 y 20  3 x + 2 y + s1 = 20
programming meaning and use of
slack, surplus and 2x + 5 y 35  2 x + 5 y + s2 = 35
artificial variables.
x+ y 5  x + y − s 3 + t1 = 5
where s1 , s2 are slack variables,
s3 is a surplus variable and t1 is an artificial

variable.
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Topics
5 5.2 Graphical solution of The use of branch-and-bound methods for

two variable problems finding the optimal integer solution is not
Linear required.
programming using objective line
and vertex methods
continued
including cases where
integer solutions are
required.
5.3 The Simplex algorithm Problems will be restricted to those with a

and tableau for maximum of four variables (excluding slack
maximising and
variables) and four constraints, in addition to
minimising problems
with  constraints. non-negativity conditions.
5.4 The two-stage Simplex Problems will be restricted to those with a Examples of setting up the equation constraints
and big-M methods for maximum of four variables (excluding slack, and objectives using both methods:
maximising and surplus and artificial variables) and four Example 1 – two-stage maximisation
minimising problems constraints, in addition to any non-negativity
Maximise P = 2 x + 4 y − 3z
which may include both conditions.
 and  constraints. subject to: 3x + 2 y + z 35
2x + y 5
−3x + y + 5z 15
x 0, y 0, z 0
Becomes:
3x + 2 y + z + s1 = 35
2 x + y − s2 + t1 = 5
−3 x + y + 5 z − s3 + t2 = 15
P − 2x − 4 y + 3z = 0
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Topics
I + t1 + t2 = 0
 I + x − 2 y − 5 z + s2 + s3 + 20 = 0
Example 2 – big-M minimisation

Minimise P = 2 x + 4 y − 3z
subject to: 3x + 2 y + z 35
2x + y 5
−3x + y + 5z 15
x 0, y 0, z 0
Becomes:
3x + 2 y + z + s1 = 35
2 x + y − s2 + t1 = 5
−3 x + y + 5 z − s3 + t2 = 15
Q = −2 x − 4 y + 3z − M ( t1 + t2 ) leading to
Q + (2 + M ) x + 2(2 − M ) y − (3 + 5M ) z + M s2 + M s3
= −20M
*This paper is also the Paper 4 option 4D paper and will have the title ‘Paper 4, Option 4D: Decision Mathematics 1’.
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Paper 4D: Decision Mathematics 2

Topics
1 1.1 The north-west corner Problems will be restricted to a maximum of

Transportation method for finding an four sources and four destinations.
problems initial basic feasible
solution.
1.2 Use of the stepping- The ideas of dummy locations and degeneracy
stone method for are required.
obtaining an improved Students should identify a specific entering cell
solution. Improvement and a specific exiting cell.
indices.
1.3 Formulation of the Unbalanced problems: for the supply

transportation problem constraints use and for the demand
as a linear programming constraints use .
problem. For balanced problems the constraints may
also be written as equalities.
The constraints can also be written using
sigma notation.
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Topics
2 2.1 Cost matrix reduction. Students should reduce rows first. Questions may ask students to reduce
Allocation columns first.
(assignment) Use of the Hungarian Ideas of a dummy location is required.
problems algorithm to find a The adaption of the algorithm to manage When dealing with incomplete data a
least cost allocation. incomplete data is required. finite value that is greater than the
largest value currently in the (incomplete)
table should be used. For example, if the
largest value in the table is 48 then a
value of at least 49 (but not ∞) should be
used in all the blank cell(s).
Modification of the Students should subtract all the values (in

Hungarian algorithm the original matrix) from the largest value
to deal with a (in the original matrix).
maximum profit
allocation.
2.2 Formulation of the

Hungarian algorithm as
a linear programming
problem.
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Topics
3 3.1 Cuts and their Only networks with directed arcs will be
Flows in capacity. considered.
networks 3.2 Use of the labelling The arrow in the same direction as the arc
procedure to augment will be used to identify the amount by
a flow to determine which the flow along that arc can be
the maximum flow in increased. The arrow in the opposite
a network. direction will be used to identify the
amount by which the flow in the arc could
be reduced.
3.3 Use of the max–flow

min–cut theorem to
prove that a flow is a
maximum flow.
3.4 Multiple sources and Problems may include vertices with restricted
sinks. capacity.
Vertices with restricted
capacity.
3.5 Determine the optimal Problems may include both upper and lower If there is a maximum and minimum capacity
flow rate in a network, capacities. associated with an arc this will be written on
subject to given each arc as (a, b) where a is the lower capacity
constraints. and b the upper capacity. A single value on an
arc will represent the upper capacity only (and
it can therefore be assumed that the
corresponding lower capacity is zero).
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Topics
4 4.1 Principles of dynamic Students should be aware that any part of the
Dynamic programming. Bellman’s shortest/longest path from source to sink is
programming principle of optimality. itself a shortest/longest path, that is, any part
of an optimal path is itself optimal.
Stage variables and Both network and table formats are required.
State variables. Use of
tabulation to solve
maximum, minimum,
minimax or maximin
problems.
5 5.1 Two person zero-sum A pay-off matrix will always be written

Game theory games and the pay-off from the row player’s point of view unless
matrix. directed otherwise.
5.2 Identification of play Students should be aware that in a zero-

safe strategies and sum game there will be a stable solution if
stable solutions and only if the row maximin = the column
(saddle points). minimax
The proof of the stable solution theorem
is not required.
5.3 Reduction of pay-off Problems involving weak dominance may be

matrices using set. Students need to understand that if an
option is removed that is never better than
dominance arguments.
another option it is still possible to find an
optimal strategy. However, it is possible that
an alternative optimal strategy may have been
removed.
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Topics
5 5.4 Optimal mixed

strategies for a game
Game theory with no stable
continued solution by use of
graphical methods for
2  n or n  2 games
where n = 1, 2, 3 or 4
5.5 Optimal mixed strategies Students may be asked to set up an initial

for a game with no Simplex tableau and students need to
understand the process of carrying out the
stable solution by
Simplex algorithm in this context. However,
converting games to students will not be asked to perform iterations
linear programming of the Simplex algorithm. They may, however,
problems that can be be required to interpret a tableau that is given
solved by the Simplex to them at different stages/iterations of the
algorithm.
algorithm.
6 6.1 Use of recurrence Students may be asked to set up a recurrence

relations to model relation to model a given problem.
Recurrence appropriate problems.
relations
6.2 Solution of first and Students should be able to solve relations The auxiliary equation for a second order
second order linear such as, recurrence relation may have (i) distinct real
homogeneous and
un+1 - 5un = 8, u1 = 1 roots, (ii) a repeated root or (iii) complex
non-homogeneous
recurrence relations. roots.
2un+ 2 + 7un+1 − 15un = 6, u1 = 10, u2 = −17 First order recurrence relations are
The terms, particular solution, restricted to those that can be written in
complementary function and auxiliary the form:
equation should be known. un+1 + aun = g ( n) where a is a constant
Use of recurrence relations to model and g ( n ) is either a polynomial function
n
applications e.g. population growth of n , constant or of the form kp where p
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Topics
can either be equal or not equal to a

(including sums and differences).
Similarly, second order recurrence relations
are restricted to those that can be written in
( )
the form: un+ 2 + aun+1 + bun = g n
where a and b are constants and g ( n ) is
either a polynomial function of n , constant or
n
of the form kp where p can either be equal or
not equal to the roots of the auxiliary equation
(including sums and differences) .
( )
In both cases, if g n takes any other
form than those stated above, then the
form of the particular solution will be
given to the students.
Students may be required to use a given
substitution to reduce a recurrence
relation to one of the forms stated above.
The general solution of the recurrence
relation should be given in the form
un = C.F.+P.S. where C.F. is the
complementary function (the solution of
the homogeneous recurrence relation)
and where P.S. is a particular solution.
Questions may be asked that require the
finding of (i) the general solution for u n
(so this will include unknown arbitrary
constant(s)) or (ii) the solution for u n (in
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Topics
which initial (or other) conditions will be

required to find the value(s) of the
constant(s) in the corresponding general
solution).
7 7.1 Use, construct and Students should be familiar with the terms:
Decision interpret decision trees. decision nodes, chance nodes and pay-offs.
analysis 7.2 Use of expected
monetary values (EMVs)
and utility to compare
alternative courses of
action.
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A Level Further Maths Enhanced Content Guidance

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Pearson Edexcel

Enhanced Content Guidance for 9FM0

To support the co-teaching of this qualification with the AS Mathematics qualification,

Updates to this document since the previous version (version 1)

Paper 1 and Paper 2: Core Pure Mathematics

What students need to learn:

2 2.2 Add, subtract, Students should know the meaning of the

2.3 Understand and Knowledge that if z1 is a root of

2.4 Use and interpret Students should be able to represent the

2.5 Convert between Knowledge of radians is assumed.

What students need to learn:

2 2.6 Multiply and Knowledge of the results

2.7 Construct and To include loci such asz − a = b,

What students need to learn:

2.9 Know and use the Students should be familiar with

2.11 Use complex roots

What students need to learn:

3 3.1 Add, subtract and

3.2 Understand and

3.3 Use matrices to For 2-D, identification and use of the

3.4 Find invariant For a given transformation, students

What students need to learn:

3.6 Understand and Understanding the process of finding the

3.7 Solve three linear

What students need to learn:

3 3.8 Interpret Students should be aware of the different

4 4.1 Understand and For example, given a cubic polynomial

4.2 Form a polynomial

What students need to learn:

4 4.3 Understand and For example, students should be able to

4.6 Recognise and use To include the derivation of the series

What students need to learn:

5.2 Evaluate improper For example,

5.3 Understand and Students should be familiar with the mean

5.4 Integrate using Extend to quadratic factors ax2 + c in the

5.5 Differentiate inverse For example, students should be able to

What students need to learn:

5 5.6 Integrate functions Associated functions to include expressions of

6 6.1 Understand and The forms, r = a + b and

6.2 Understand and The forms

What students need to learn:

6 6.3 Calculate the a.b = a b cos 

6.4 Check whether Knowledge of the property that a.b = 0 if

What students need to learn:

7 7.1 Understand and use

8.2 Differentiate and For example, differentiate tanh 3x, x sinh2 x,

What students need to learn:

8 8.3 Understand and be

8.5 Integrate functions

9 9.1 Find and use an The integrating factor e  P( x) dx may be quoted

What students need to learn:

9.3 Use differential

9.4 Solve differential

What students need to learn:

9.7 Solve the equation

9.8 Model damped Damped harmonic motion, with resistance

What students need to learn:

9 9.9 Analyse and Restricted to coupled first order linear

Paper 3 and Paper 4: Further Mathematics Options

Paper 3A: Further Pure Mathematics 1

1 1.1 The t-formulae The derivation and use of

2.2 Use of series expansions x − arctan x

What students need to learn: